Scott,

 

There's quite a large literature on English intonation, the area of
grammar that deals with the differences you describe.  I'd suggest
looking at something like Chapter Three of Teschner&Whitley's
Prounouncing English:  A Stress-Based Approach with CD-ROM (Georgetown
University Press, 2004).  It's a pretty readable account and it's
written from and ESL pedagogical point of view.

 

Herb 

 

From: Assembly for the Teaching of English Grammar
[mailto:[log in to unmask]] On Behalf Of Scott Woods
Sent: Sunday, October 07, 2007 6:25 PM
To: [log in to unmask]
Subject: Teaching students how to read poetry

 

Listmates,

In the process of teaching my 7th graders how to read poetry out loud, I
noticed that, for many of them, they paused at the end of each line,
regardless of its punctuation, and lowered the tone of the last word as
though it were followed by a period.   I found this problem diminished
when I worked with my students to distinguish the sound of a word
followed by a period from that word followed by a comma, semicolon, or
colon.  For instance, "The boy went to the store. He bought a loaf of
bread. Then he went home." is pronounced differently from "The boy went
to the store; he bought a loaf of bread; then he went home."  Or in "Buy
several items at the store." store is pronounced differently from store
in "Buy several items at the store: bread, soap, and milk." 

 

Does anyone know of any research relating to this phenomenon and its
relationship to instruction? Have others noticed this?

 

Scott Woods

  

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